Module 1: Learners Behavior

Lesson 1: Learners Social Behavior

Learning Outcomes: Classroom Social Learning Theory Learning Plan
Introduction:
Hello Students,
Welcome to Lesson 1. In this lesson, you are expected to observe learners and how they
behave in a class environment. You must look into the different aspects considered and document
your observations on the tables provided. In order to process your feelings and thoughts together
with linking it to practice, series of questions and situations are provided for you to answer.
Happy Learning!
Objectives:
I must be able to identify and understand the behavior of learners in different aspects and
how these imply to the teaching and learning process.

ACTIVITY
Observation Guide for the Learner's Social Behavior
Instructions:
1. Interview three high school students undergoing online classes and their parent/guardian.
Look into the behavior of the learners.
2. Are they already able to manage their own behavior?
3. Can the learners already work independently?
4. Do they act appropriately with other learners? How about to their teacher?
5. You can ask for teacher's assistance for more detailed information.
6. Look into the different aspects and use the Activity sheet provided for you to document your
observations.
Please use the ratings 1 to 5 and comment further.
1 = always 2 = most of the time 3 = sometimes 4 = infrequently 5 = never
 My Learners Observation List
Student A Student B Student C
Age range: Age range: Age range:
Gender: Gender: Gender:
Level: Level: Level:
General Behavior Ratin Observation Ratin Observation Ratin Observation
g g g
 Attends School/Online Classes
 Arrives on time for lesson
 Observed desirable behavior
during class
 Tries hard with homework
 Dresses and prepares for the
class
Learning Behavior Ratin Observation Ratin Observation Ratin Observation
g g g
 Able to settle at the beginning
of lessons
 Able and willing to follow
verbal instructions
 Can begin a task quickly e.g.
at the same time as other
students
 Can stay on task
(within her/ his capabilities)
 Can complete a task
 Gives effort to her/his written
work
 Presents work well
Classroom Behavior Ratin Observation Ratin Observation Ratin Observation
g g g
 Works well in a group
 Participates well in class
discussions
 Can work without direct
supervision
 Requests help appropriately
 Can work without constant
reassurance/ attention
Social and Emotional Behavior Ratin Observation Ratin Observation Ratin Observation
g g g
 Able to remember and follow
school/class rules
 Able to speak appropriately to
teachers
 Able to interact appropriately
with peers
 Is respectful of peers
 Is respectful of teachers
Other comments:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
ANALYSIS

Implications to the
Salient Behavior
Teaching-Learning
Observed
Process

General Behavior

Learning Behavior

Classroom Behavior

Social and Emotional

Behavior

1.) While you were interviewing the learners, did you recall your own experiences? What
similarities or differences do you have with the learners you observed?
Answer:

2.) Having these known, do you think that there are factors affecting these behaviours? Enumerate
and explain.
Answer:

3.) Do you consider that these "behaviour" is learned? By how?

Answer:

4.) How does this relate to your knowledge of Social Learning Theory by Albert Bandura?
Answer:
 5.) Describe the behaviour of the learners in general. What is the effect of this to the teaching-
learning process?

ABSTRACTION

Linking Theory to Practice

Here’s a quick review quiz to see how much you have learned about Social Learning Theory. The
questions are designed to get you thinking about how the theory applies to your classroom
1. In order for observational learning to occur, the observer must pay attention to the occurring
behavior, be able to remember observed behavior, and be motivated to produce the behavior.
Which of the following is missing from the above list?
a. Recognize the behavior c. Ignore the behavior
b. Describe the behavior d. Replicate the behavior
2. Determining human behavior can be influenced by all factors EXCEPT which of the
following?
a. Cognitive factors c. Behavioral factors
b. Environment factors d. Physical factors
3. Which of the following is one way a teacher can model a skill or behavior by giving verbal
instructions on a daily basis?
a. Verbal instruction modelling c. Symbolic modelling
b. Live modelling d. No modelling is being used
4. Social Learning Theorist believe that behavior is determined by
a. Cognition c. The ID, Ego and superego
b. Learning from the environment d. Genetics
5. A boy in the class of Teacher Chia is known to play violent video games. He started showing
aggressive behavior towards his classmates. What word describes this boy demonstrating
such behavior?
a. Modelling c. Imitation
b. Observation d. Vicarious learning
6. To get the attention of the teacher, everyone is answering out loud. But only Ivy quietly
raised her hand and was recognized. Next thing happened, everyone is already in silence and
raising their hands. This refers to what modelling process?
a. Retention c. Reproduction
b. Attention d. Motivation
 7. The students were all eyes and ears at the Reading class of Teacher Michael during his story
telling lesson. What modelling process this refers to?
a. Attention c. Reproduction
b. Retention d. Motivation
8. Miguel saw his classmate rewarded with extra credit for being to class on time. The next few
days, he show up to class a few minutes early each day. Which modelling process is
engaged?
a. Attention c. Reproduction
b. Retention d. Motivation
9. Sasha's teacher in Mathematics uses mnemonic to remember the steps in solving problem.
That is why, during their quiz she applied it. Which modelling process is engaged?
a. Attention c. Reproduction
b. Retention d. Motivation

APPLICATION
A. As a Future teacher how would you establish an environment that promotes a positive
behavioral effect to the learner's teaching-learning process?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

B. How will you incorporate Social Learning Theory in your future class as part of the
learner's teaching-learning process? Identify and describe these strategies.

Classroom SLT learning Plan

SLT strategies
How to do it?
(you can name & create your own)
 You are halfway to finish Module 1. Get ready for the next Task!
Module 1: Learners Behaviors
Lesson 2: Behavioral Support Management
Learning Outcomes: Behavior Management Intervention Strategies: Case Study
Introduction:

Hello Students!

This will be your final lesson in Module 1. In this task, you will observe the consequence
patterns of the learner's behavior. In what behaviour will the student elicit positive and negative
support from the teacher, and how will the teacher do that? Is it successful or not? In the end, you
will be ask to make a behavioural plan and intervention strategy to a case you have just observed,
applying the Behavioral Learning theories.

Happy Learning!

Learning Objectives:
I will examine how positive and negative support can be properly applied in the teaching-
learning process.

ACTIVITY

Observation Guide
1. Prepare a letter of consent to join an online class for observation.
2. Choose/Identify a teacher, preferably in high school, who’s holding online classes for
his/her students. Ask permission to join in one of his/her classes.
3. Observe a teacher-student interactions. Spend some time observing such interactions.
Focus your attention on the scenario and response consequence patterns you observe.
Describe what you observe. Use the activity sheet presented.
 Teacher-Student Interaction
Who are involved? Scenario
A
.

B.

C.

D
.

E.

ANALYSIS
Stimulus Sample Students Response
(elicit or not)
a. Isthere
Something introduced
a stimulus into theto the students that elicits a response alongside a stimulus
being presented
environment that the students can
respond to
 Variety of Media: recordings,
videos, photos, text, etc.(multiple
ways to introduce new material)
 Variety of Strategies: Audio,
Visual, Kinesthetic, etc.(Multiple
ways to teach a desired behavior)
that does not? What kinds of stimuli for teacher-student interaction did you observe?
b. Is there a reinforcement or punishment being introduced following a desired or undesired
behavior?
c. What kinds of behaviors on the part of the student elicit reinforcement and punishment
consequence from the teacher?
d. What are the examples of reinforcement and punishment the teacher used?
e. What kinds of reinforcement and punishment seem to be the most successful?
 Examples of Reinforcement or
Successful/
Students Behavior Punishment
Not successful
(positive or negative)

Reflection:
1. Does the teacher provide timely feedback when a student performs appropriate/ inappropriate
behaviors?
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________

2. Is the teacher consistent with the reinforcement and punishment they are presenting?
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________

3. Do the reinforcement/punishment coincide with the behavior the teacher is trying to

encourage/discourage?
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________

4. What kinds of things you learned through the process of classical and operant conditioning?
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________

5. Can you think of an example in your life of how classical conditioning has produced a
positive emotional response, such as happiness or excitement? How about a negative
emotional response, such as fear, anxiety or anger?
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________
ABSTRACTION

Linking Theory to Practice

Here’s a quick review quiz to see how much you have learned about Behavioral theory. The
questions are designed to get you thinking about how the theory applies to your classroom.
1. In ____________ the stimulus or experience occurs before the behavior and then gets paired
with the behavior.
a. Classical conditioning c. Observational learning
b. Associative learning d. Operant conditioning
2. On a rainy day, Summer went outside the class to go to the bathroom. She hastily used the
ramp instead of the stairs, that's when she slipped and had an accident. The next time she pass
by that area, she avoids the ramp because the very thought of it makes her feel scared.
a. Operant conditioning
b. Classical conditioning
3. Teacher Mari is fond of giving chocolates to her students every time they well participated in
her class. Ivo on the other hand is a sweet tooth child. He taught of this idea that when he do
well in class, he'll get more chocolates from teacher Mari.
a. Operant conditioning
b. Classical conditioning
4. Sir Cairo always wear his funny hat during activity day in his Math class to attract student's
attention. So whenever he enters the class with his "funny hat" on, the students already know
this will be an activity day for them.
a. Operant conditioning
b. Classical conditioning
5. Last week, when the teacher was out for a while, Miguel decided to play around with his
friends even though his teacher asked them to stay quiet on their seat. When the teacher came
back, she saw Miguel and his friends running around the room. She then disciplined them.
The next day, when the teacher went away to get some things, Miguel thinks about playing
again, but decided that it is not a great idea.
a. Operant conditioning
b. Classical conditioning
6. It is when you take away a pleasant stimulus to stop a behavior
a. Negative punishment c. Negative reinforcement
b. Positive reinforcement d. Positive punishment
7. While the class is going on, Ethan tells a joke and everybody laughs. Now he is at another
class and is thinking about telling another joke he heard. Everybody laughing at his joke at
the first class is a …
a. Negative punishment c. Negative reinforcement
b. Positive reinforcement d. Positive punishment
 8. Fiona comes to class unprepared without any paper and pen. She missed the quiz and never
got the chance to take one. A day after, she went to school with her school materials
complete. The missed quiz is a…
a. Negative punishment c. Negative reinforcement
b. Positive reinforcement d. Positive punishment
9. Axl keeps interrupting the teacher during spelling instruction. The teacher says he has to
write each spelling word ten times for extra homework. The next day, Axl is thinking about
interrupting the teacher again. The extra homework is a…
a. Negative punishment c. Negative reinforcement
b. Positive reinforcement d. Positive punishment

10. Mike makes rude noises in class to make everyone laugh, and when his teacher says he
sounds like a hog, he oinks loudly.  His classmates laugh loudly and tell him he is “the
funniest dude around.”  The consequences of Jimmy’s rude noise behavior:

a. positive reinforcement c. positive punishment

b. negative reinforcement d. negative punishment
11. Mavi has intense anxiety when he has to speak in front of the class and begins to feel light
headed and nauseous.  Whenever it is time for Mavi to give an oral report in class, he goes to
the nurse’s office where she allows him to lie down for the remainder of the period.  This is
an example of
a. positive reinforcement c. positive punishment
b. negative reinforcement d. negative punishment

12. Basha wears bell-bottom pants to school, and her classmates tease her about them.  As soon
as she gets home, Basha throws the pants in the trash.  Basha’s being teased is an example of

a. positive reinforcement c. positive punishment

b. negative reinforcement d. negative punishment

13. Abee enjoys being on the debating team, but she is suspended from the team for a month
when she inadvertently utters an obscene word during a debate.  When Abee returns to the
team she does not use obscene language for the rest of the year.  Abee’s removal from the
team is an example of

a. positive reinforcement c. positive punishment

b. negative reinforcement d. negative punishment

APPLICATION
 A. Think of a behavior you have witnessed in a classroom setting
 First, use template below to write out the behavior chain.
 Second, share with a partner what you have written and see if they can agree with your
conclusion regarding the student’s behavior.
 Finally, answer these questions:
 Is this a behavior you want to reinforce? If yes, how would you do that?
 Is this a behavior that you want to reduce? If yes, how would you do that?
Create your own steps in doing so.
Steps in behavior plan and intervention strategies:
1.
2.
3.
Behavior Management Activity
What specific activity or What specifically did the student What happened after or as a
event happened before the do or say? result of the behavior?
behavior?

A. Think of a behavior that you have that you would like to change. How could you use
behavior modification, specifically positive reinforcement, to change your behavior? What is
your positive reinforce?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Congratulations!
You have successfully completed Module 1.
You finished all the task given and incorporated
your understanding on the different theories discussed.
You are now ready to take on Module 2. Good luck!

MODULE ASSESSMENT (After the students have read and studied all the lessons in the module,
it is at the institutional level to decide whether to administer assessment in any forms. This part
allows flexibility within the institution.)
MODULE SUMMARY
I hope that you see the importance of paying attention to the learner's behavior having an
influence to the learners learning process and its various dimension in your work as a future
teacher. Understanding your students as learners – with their diverse behaviors, unique goals,
motivations, beliefs and learning practices will help you become a better future teacher.

“The foundation of good teaching is attention to student learning.”

- Dr. Marilla Svinicki
References:
Cora Riley. IDE 621 Principles of Instruction and Learning. Behaviorism
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https://sites.google.com/site/ide621knowledgebaseriley/behaviorism/behaviorism-
observation-checklist

Lou Juanchon, PhD Theories of Learning. Retrieved on Jul 20, 2020 from
https://ayeshapenuela.files.wordpress.com/2013/07/module-7-social-learning-theories.pdf

OpenStax College. Operant Conditioning. http://cnx.org/contents/Sr8Ev5Og

@5.52:r470BCFb@7/Operantconditioning. License: http://cnx.org/contents/4abf04bf-93a0-
45c3-9cbc-2cefd46e68cc@5.48 Retrieved on July 26, 2020 from
https://courses.lumenlearning.com/waymaker-psychology/chapter/reading-operant-
conditioning/

Jessica Traylor for Lumen Learning. Classical conditioning Interactive. Lumen

Learning. License: CC BY: Attribution Retrieved on July 26, 2020 from
https://courses.lumenlearning.com/waymaker-psychology/ chapter/classical-conditioning/

Jessica Traylor for Lumen Learning. Operant conditioning interactive. Lumen

Learning. License: CC BY: Attribution. Retrieved on July 26, 2020 from
https://courses.lumenlearning.com/waymaker-psychology/chapter/operant-conditioning/

Sarah Mae Sincero (May 10, 2011). Operant Conditioning. Retrieved Jul 25,
2020 from Explorable.com: https://explorable.com/operant-conditioning